• The use of research-based, effective instructional strategies both within and across a variety of academic domains.
• Differentiation of instruction for all learners, including students performing above and below grade level expectations and English language learners (ELLs).
• Common assessments of all students that enable teachers to monitor academic and social progress, and identify those who are experiencing difficulty early.
• Early intervention for students experiencing academic and/or behavioral difficulties to prevent the development of more serious educational issues later on.
Tomorrow's post will take those four bullets as a point of departure to consider what we might call "Experience-based pronunciation interventions," a few of the strategies (including haptic-integrated examples) that experienced instructors resort to on such occasions which address the problem, provide learners with a good anchor for remediation and practice--all without irreparably disrupting the overall flow of the class and the topic under discussion. Will, of course, invite your contributions to that discussion as well!